BIOL 2003 Waldorf University Global Hunger Presentation & Paper i need just 7 slides powerpoint presentation (excluding title and references slides) and a

BIOL 2003 Waldorf University Global Hunger Presentation & Paper i need just 7 slides powerpoint presentation (excluding title and references slides) and a 300 words paper summary of the projectread the attached instructions and look at the sample presentationGlobal hunger specifically in one of the developing or underdeveloped country. My choice is Uganda. The textbook I use is Nutrition and You by Joan Salga Blake however , other sources are required to be referenced. Presentation and a 1-2 page summary are required at the end of the project.Please refer to the attachments for specifications. One of the attachment is just a sample, the rubric attachment is how the project will be assessed and the Global Hunger project overview provides specifications of the entire assignment. Mongolia
Sample Presentation
Nutritional Challenges in Mongolia
? Only 10% of land in Mongolia is suited to
? Desertification caused by over-grazing
? Price of food is rising
? 70% of food is imported from China
? 36% of the population is living on less than
68 cents a day
Mongolia is a culture built around herding animals.
Almost 50% of Mongolians work as herders. As the
price of food rises and suitable land for agriculture
disappears, many Mongolians are moving towards
cities in search of paid work.
Disease and Infection caused by Food Insecurity
? 24.2% of population below minimum
level of dietary energy consumption
? 21% of children under 5 suffer from
? 41% of children under 5 have a vitamin
D deficiency
? Despite this, there is a rising trend of
One of the largest issues in Mongolia are nutritionrelated problems as a result of multiple micro-nutrient
deficiencies. This affects mainly young children and
women of reproductive age.
Access to safe drinking water is also of concern, and
sanitation standards are in need of considerable
Food Safety and Preventing Foodborne Illness
Food safety is an emerging issue in Mongolia,
as it’s levels of food imports and exports
continue to increase
Country health reports of Mongolia show that
gastrointestinal infections, diarrhoeal diseases
and toxico-infections contribute up to 30
percent of the total infectious diseases.
Mongolia has a very traditional culture, with
many open-air markets. Meat is generally
placed out in the open and not refrigerated in
any way.
Mongolia compared to the US
United States
Life Expectancy
79.560 years
68.980 years
GDP per capita
$52,800 US
$5,900 US
Infant deaths per 1000
Public Health programs
Herder Livelihood Diversification Project (HLDP)
This project extends agricultural training and basic literacy to herders dependent
on traditional lifestyles for survival. Families learn to build greenhouses and
grow their own vegetables to add to their diets year-round. Last year’s harvest
as a result of this project was estimated at 746 million kilograms from over 150
farming cooperatives throughout the target area.
Nutrition Project
World Vision’s successful nutrition project has been operating since 2004. Last
year, World Vision printed pamphlets and “mother’s manuals”, as well as using
television to spread awareness of children’s health, with four different campaigns
on iron syrup, iron tablets, “sprinkles” and Vitamin D. Over one million sachets
of sprinkles (micro-nutrients to protect against vitamin deficiencies and rickets)
were distributed in 2007 to children aged between 6 and 36 months
Micronutrient Initiative
This program is designed to fight vitamin and mineral deficiencies by
planning and advocating for fortified flour and iodized salt.
Environmental Concerns
Perhaps the biggest challenge, extreme weather
conditions make both crops and herds a volatile investment.
In 2005 the worst wheat crop on record forced Mongolia to
increase expensive imports further to ensure enough food
was available.
Through droughts, climate change is already affecting water
availability and range lands. But an even bigger hazard comes
from winter disasters, called dzuds, in which extended and
extreme cold, combined with repeated snowfalls, kills many
Poor families in Jinst were particularly affected by a series of severe droughts and dzud disasters, which ran from
1999 to 2002, losing more animals and having less access to resources like animal feed. Local Jinst soum statistics
report the total number of livestock dropped from 125,185 in 2000 to 24,104 in 2002.
Mongolia faces a number of challenges when it comes to establishing food security.
Extreme weather and a traditionally nomadic culture can make it very difficult to
extend aid to people in need. A diet that is largely protein based and lacks diversity
leads to a lack of micronutrients that has a major effect on developing children and
With food imports on the rise, the people of Mongolia are also subject to price
fluctuations that can make it difficult to feed their family.
Through a variety of different programs, from those to help distribute fortified flour
to education programs to help teach herding communities ways to preserve livestock
and land, cases of malnutrition are on the decline. It will still be an uphill battle
before Mongolia will be food secure.
Micronutrient Initiative – Mongolia. (n.d.). Retrieved from
FAO-WHO Global Forum of Food Safety Regulators. (n.d.). Retrieved from
Food security in Mongolia – World Vision Institute,…/Food%20security%20in%20Mongolia.pdf
BIOL2003 Global Hunger Presentation Rubric
Name: _______________________________________________________________________________________
Title of Presentation: __________________________________________________________________________Semester: ___________________
Subject Knowledge
& Interaction
Visual Aids
The presentation cannot be
understood because there is
no sequence of information.
Student presents
information in logical
sequence which audience
can follow.
Student presents
information in logical,
interesting sequence
which the reader can
Student demonstrates
full knowledge (more
than required) and
replies to classmate’s
Student is uncomfortable
with information and is able
to answer only rudimentary
questions during the
discussion posts but fails to
Student is at ease and
answers most questions
with explanations and
some elaboration during
the discussion posts.
Student uses superfluous
visual aids or no visual aids.
Student’s visual aids relate
to the presentation.
Student’s visual aids
explain and reinforce the
Student’s presentation has
three or more spelling errors
and/or grammatical errors.
Presentation has no more
than two misspellings
and/or grammatical errors.
Presentation has no
misspellings or
grammatical errors.
Incorporates few citations of
uncertain quality such as web
sites, adheres poorly to
standard rules of citing
references in separate
reference section, uses few or
no in-text citations, over
reliance on web site
references. No citations in
reference section or text.
Incorporates several goodquality citations, adheres
well to standard rules of
citing references in
separate reference section,
uses in-text citations well.
Incorporates fewer
citations of less evident
quality, adheres somewhat
to standard rules of citing
references in separate
reference section.
Incorporates high-quality
citations, adheres exactly
to standard rules of
citing references in
separate reference
section, uses in-text
citations (name, date)
well. References support
the project’s purpose
and arguments. (direct
links to web text are not
considered high-quality).
Page 1 of 2
Score Criteria
1. Presentation is organized
2. Information is presented in
an interesting manner
Student is comfortable with
the subject matter
2. Presentation addresses all
class criteria with
explanations and
3. Student comments on at
least three other
1. Visual aids relate to the
2. Visual aids reinforce and
enhance the presentation
1. Presentation has no
grammatical errors
2. Presentation has no spelling
or grammatical errors
0. Student used no references or
references that were irrelevant.
1. Student only used a few
references and not all references
were relevant.
2. Student used several
references that were relevant to
the subject matter.
BIOL2003 Global Hunger Presentation Rubric
Slide #1
Instructor Comments:
Slide #2
Nutritional challenges and problems the population if they migrate out of one culture into another.
Instructor Comments: Course Objectives 3 & 4
Slide #3
Diseases associated with hunger and statistics. Infection rates.
Instructor Comments: Course Objective 6
Slide #4
Preventing Foodborne Illness
Instructor Comments: Course Objective 8
Slide #5
Statistics that you have found for your country compared to the United States
Instructor Comments: Course Objective 9
Slide #6
Public Health Programs/Barriers
Instructor Comments: Course Objective l 2 &10
Slide #7
Environmental Concerns
Instructor Comments: Course Objective 11 & 12
Slide #8
Instructor Comments:
Summary Paper
A summary paper is submitted into Dropbox 17
Final Instructor Comments: _____________________________________________________________________________________________________
Page 2 of 2
Global Hunger Presentation
Nutrition & Health
BIOL 2003
This presentation applies the basic principles of nutrition to individuals.
1) It should illustrate the nutritional challenges faced when adapting to a new culture and analyze
therapeutic diets related to physiological changes resulting from disease processes.
2) Another important aspect of this assignment is to explain how you would develop a plan to prevent
foodborne illnesses through the use of safety and biotechnology. Once you have looked at the population
that you have selected you should be able to compare the statistics that you have gathered to those of the
United States.
3) Finally you should analyze the effect of hunger and behavior on the public health of your culture. If
changes are made how will these changes impact the environment of your selected country?
Step 1 Select a Developing Country or an Underdeveloped Country (See your textbook on page 520 for
Step 2 Name the nutritional challenges this country faces: Lack of food? Lack of resources or money?
Lack of land to farm?
Step 3 Research the types of illnesses and diseases that this country faces. Are any of these connected to
hunger? Is it possible that if the citizens of these places had better food they could overcome simple
infections that inflict them? If the people from these areas immigrate to countries near them how would
the new culture affect them? What if they came to America? How would there new eating habits affect
Step 4 Create a plausible plan to prevent foodborne illness through the use of safety and biotechnology in
your selected country. How can they clean their water? What type of education is needed? Compare the
hunger statistics of your country with those of the United States.
Step 5 Try to located public health programs, if any, that are at work. Are other countries assisting our
country? If not, how could they? Are their barriers, such as governmental embargos or other legal
aspects at work? If changes are made, list the environmental consequences that feeding hungry people
can create. This might include soil problems, extinction of native plants and animals, and pollution.
This project will include a power-point presentation and a written summary of your findings.
Slide #1
Slide #2
Nutritional challenges and problems the population may encounter if they migrate out of
one culture into another.
Slide #3
Diseases associated with hunger and statistics. Infection rates.
Slide #4
Preventing Foodborne Illness
Slide #5
Statistics that you have found for your country and the United States
Slide #6
Public Health Programs/Barriers
Slide #7
Environmental Concerns
Slide #8
Written summary:
This written summary will be a one to two page written summary of what you have found beginning
with a statement analyzing the basic nutrients needed for a healthy diet. This information can be
found directly from your My Plate Assignment using the U.S. government website.

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